Part A & B
1. 1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
2. 2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.
3. 2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.
Part C
In the curriculum, students need to know the difference between simple and complex machines. They also need to be familiar with the Engineering Design Process.
Part D
Firstly, students need to know what a simple machine is and how they work. We then compare simple machines with complex machines. Students need to identify the specific simple machines that are part of a complex machine.
In a program known as EiE (Engineering is Elementary), students learn the Engineering Design Process while trying to solve a problem. In Grade 5, we try to clean an oil spill that is affecting the environment. Students need to work their way through the Engineering Design Process and build a prototype that can first contain and then clean an oil spill in a mock river.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
Activity Type Category
Description of Activity
Possible Technology
Conceptual Knowledge Building
Attend Presentation
Guest Speaker
Procedural Knowledge Building
Sequence Procedures
Word Processing
Knowledge Expression
Observe
digital camera
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Students participate in a simulation or interaction with simple machines
<Add Stage 1 activity here> Stage 1 Activity: Objective: students learn how simple machines can be used to make a complex machine.
Activitytype: Observe phenomena, students observe phenomena that raise scientific questions from physical objects, organisms, or digital media. Students will use video clips, simple machines and complex machines.
Instructions: students first make observations on the 6 different types of simple machines. They will then watch video clips on how each simple machines works and how 2 or more simple machines are used to make a complex machines. Students will be able to assemble simple machines using a kit of parts similar to connectors.
Classroommaterials: video clips from Bill Nye the Science Guy on Simple machines, simple machines building kid, complex machines (bicycle)
Assessment: Students will be assessed by taking a test. Student identify the simple machines used in making certain complex machines such as a bicycle. Lastly, students will label all the simple machines on a photo of a Rube Goldberg machine.
INSERT COMMENTS BELOW!
Hi JP,
I really like this lesson. I saw the video of the plant quenchers and thought it was really cool. I think your students will enjoy and learn a lot with this project. I would love to come and see the "complex " machines in action. My students would love to test them out. Good job!
Laine
Workshop 5 - Developing and Using Web 2.0 Assessment Information
The 3 Concepts that students will need to know are:
1. What is friction?
2. What are the 3 different types of friction?
3. How does friction affect us in our daily lives?
The students will be using a Prezi.
The students will first have to define friction. Students will have to define and provide a description with a real life example of the 3 different kids of friction; starting, sliding and rolling. Finally, students must provide images or video in the Prezi of how friction effects us in our daily lives. Ex. The bottom of sneakers help us from slipping, bike tires create friction on the cement. Rug burns from sliding on turf. Students will present their Prezi's to the class.
Hi JP -- I wonder if you should add an example of a completed PREZI - maybe not on the same topic - so that students could see a working example? Remember that this lesson will be available for other teachers and classrooms that may not have used Prezi before. -- Kathy Grace
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: students discover what friction is by identifying that friction produces heat, causes things to slow down and wears things down.
Students will be assessed based upon their observations and descriptions they provide using the Black box Cube. Because there is no "correct" answer, it will be a good observations of how all the students answers will vary.
Steps:
1. Get together in groups of 3 or 4
2. Each group gets 3 Black Box Cubes with the "pattern" face down.
The "patters" will be the different elements of friction; produces heat, slows things down, wears things down.
3.Students observe the words, phrases and pictures and make predictions about what friction can create or produce.
4. Groups should record and discuss all possible outcomes. (15-20 minutes)
5. As a whole group, share findings and correct any misinterpretations.
I did not think this cube activity was worth the effort, especially because I could not figure out how to incorporate pictures.
JP -- You make a good point about image insertion -- Email Bob SImpson abt this issue. (Pasting images on actual cube faces will work, obviously, but this is not what we going for...) Try the activity with your students and let us know how they responded -- some of the best student work comes from explanation generation. See this article as well for info. Thanks! Cathleen
Stage 2 Activity:
Objective:
Students will be able to understand that friction is a force that has many different characteristics.
Standard:
1.3 Identify and explain the difference between the three types of friction; starting, sliding and rolling friction.
Misconceptions: Any?
Task: Students are going to perform a number of different investigations on the topic of friction. They will investigate how to measure friction and that in different ways and on different materials that friction can increase according to an objects mass.
Procedure: 1. Students collect materials. 2. Students tie rope to box and attach spring scale. 3. Students add 1 dictionary to the box to add mass. 4. Students drag the box on a tile floor and measure and record the force. 5. Students add 2 more dictionaries to increase the weight to the box and repeat. 5. Repeat procedure but do it on a carpeted area. 6. Students place the box on a 4 wheeled scooter and repeat the process. 7. Students drag the box with 1 dictionary and use a spring scale to measure and record observations 8. Students repeat this, but adding more dictionaries. 9. Students repeat the process again, but place the scooter on the rug.
Grouping:
Students should work in groups of no more than 4.
Web 2.0 online component:
1. Students will watch a Prezi on the basic elements of friction as a force that creates heat, wears things down and slows things down. (http://prezi.com/s9-h_vyg1dlr/friction/)
Classroom materials: Materials: box, string, scooter spring scale, student dictionaries(weights), pencils, worksheet to record observations on starting, sliding, and rolling friction. Assessment:
Students will take a friction quiz via web quest. Students will also be assessed based upon their observations made during the investigations as well as their ability to cooperate and work as a group.
Include a link to the quiz -- especially for the Stage 3 lesson
Workshop 7 - Lesson Plan Template
Lesson Plan: students discover what friction is by identifying that friction produces heat, causes things to slow down and wears things down.
Your name: John Paul Cormio
Lesson Title: Friction Frenzy
Grade Level: Grade 5
State Standards: 1.3 Identify and explain the difference between the three types of friction; starting, sliding and rolling friction.
Lesson Question:What is friction and what does it produce?
Introduction: To gain student motivation for this lesson, the students will head to the gym. Students will take their shoes off and slide on the gym floor with their socks. They should experience friction first hand. Their feet should become hot as they slide across the floor and eventually slow down. The students will then change to scooters. With a partner, students will take turns to push their partner across the gym floor on the scooter, noticing how much farther they went with wheels.
Task: Students are going to perform a number of different investigations on the topic of friction. They will investigate how to measure friction and that in different ways and on different materials that friction can increase according to an objects mass.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Day 1
1. Give students a new vocabulary word (friction). Write it on the board.
2. Take students down to the gym. Demonstrate for them to take their shoes off, run, then slide across the floor. Let students try a few times.
3. Now have the students get with a partner. Have students use small scooters and push each other across the gym floor. Students should observe how easy it is to push someone after the initial push and how far they go compared to sliding with their socks on.
4. Go back upstairs, let students write words antiquated with friction. You may also give them the definition. Add 3 more terms to the board, starting friction, sliding friction and rolling friction.
5. Have students watch the Prezi on friction. (http://prezi.com/s9-h_vyg1dlr/friction/).
http://prezi.com/s9-h_vyg1dlr/friction/
They will gain content knowledge here. Students will be encouraged to write down any unfamiliar vocabulary and questions that may arise.
6. For homework, students will complete a worksheet on friction.
Day 2
1. Begin the class with watching a music video on friction.
2. Go over the 3 types of friction and the 3 things that friction can do.
3. Students will conduct several different activities by rotating to a number of stations.
Station 1: Students will rub their hands together quickly for 10 seconds and record observations. They will then add hand soap and rub their hands together for 10 seconds and record observations. Students will then try to rub their hands together with marbles in their hands(3 or 4 marbles is good) and run their hands together for 10 seconds and record observations.
Station 2: Students will roll a marble across a table to their partner on the other side. Students will then add a table cloth to the table and repeat. Students will will then add a wool blanket and repeat the process. Record observations.
Station 3: Students attempt to take a lid off a glass jar. After they have opened the jar, have the students put soap on their hands and try to open it again. Record observations. Students should wipe the jar down after every use to remove any soap.
Station 4: Students will have a bog of wooden blocks(scrap wood from a lumber shop). They will rub different types of sandpaper on the wood. The different types of sandpaper will have numbers according to their texture, finer vs. rougher. Have students record observations after rubbing the wood with a different numbered piece of sandpaper.
4. Go over students observations and findings.
5. For homework, students reflect on their findings from the different stations by writing a paragraph.
Day 3
1. Students will begin the lesson by going to the computer lab for 15 - 20 minutes and playing a friction based computer game. (http://www.sciencekids.co.nz/gamesactivities/friction.html)
2. Students review procedure for the activity they will do in day 4. This is done before the activity because of the length of time needed the next day.
3. Procedure: 1. Students collect materials. 2. Students tie rope to box and attach spring scale. 3. Students add 1 dictionary to the box to add mass. 4. Students drag the box on a tile floor and measure and record the force. 5. Students add 2 more dictionaries to increase the weight to the box and repeat. 5. Repeat procedure but do it on a carpeted area. 6. Students place the box on a 4 wheeled scooter and repeat the process. 7. Students drag the box with 1 dictionary and use a spring scale to measure and record observations 8. Students repeat this, but adding more dictionaries. 9. Students repeat the process again, but place the scooter on the rug. Classroom materials: Materials: box, string, scooter spring scale, student dictionaries(weights), pencils, worksheet to record observations on starting, sliding, and rolling friction. Grouping: Students should work in groups of no more than 4.
Day 4 1. Conduct activity. 2. Go over results.
Day 5 1. Students will be assessed on the concepts and vocabulary associated with friction by taking a quiz.
Conclusion: At the end of this unit, students will be able to identify what friction is, the three types of friction and learning what friction can do.
Assessments: Students will be assessed in this unit based on their group work during their activities as well as their final assessment.
Assessment Rubric
ACTIVITY
4
3
2
1
Group Work (Friction Stations & Lab)
All members work well together all of the time; assist others when needed.
Members work well together most of the time.
Members work well together some of the time. Some teacher intervention needed.
Teacher intervention needed often to help group cooperate.
Use of materials
Accurately and proficiently used all appropriate tools and technologies
Effectively used someappropriate tools and technologies
Attempted to use appropriate tools and technologies
Did not use appropriate scientific tools or technologies
Use of scientific content and concepts
Provided evidence of indepth, sophisticated understanding of relevant scientific concepts
Provided evidence of understanding of relevant scientific concepts
Minimal reference to relevant scientific concepts
No mention or inappropriate references to relevant scientific concepts
Workshop Wiki Page - John Paul Cormio
Workshop 2 - MCAS Assessments & Curriculum Mapping
Part A & B1. 1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
2. 2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.
3. 2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.
Part C
In the curriculum, students need to know the difference between simple and complex machines. They also need to be familiar with the Engineering Design Process.
Part D
Firstly, students need to know what a simple machine is and how they work. We then compare simple machines with complex machines. Students need to identify the specific simple machines that are part of a complex machine.
In a program known as EiE (Engineering is Elementary), students learn the Engineering Design Process while trying to solve a problem. In Grade 5, we try to clean an oil spill that is affecting the environment. Students need to work their way through the Engineering Design Process and build a prototype that can first contain and then clean an oil spill in a mock river.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -PBS Teachers Domain
PBS Teachers
<Add Stage 1 activity here>
Stage 1 Activity:
Objective: students learn how simple machines can be used to make a complex machine.
Activity type: Observe phenomena, students observe phenomena that raise scientific questions from physical objects, organisms, or digital media. Students will use video clips, simple machines and complex machines.
Instructions: students first make observations on the 6 different types of simple machines. They will then watch video clips on how each simple machines works and how 2 or more simple machines are used to make a complex machines. Students will be able to assemble simple machines using a kit of parts similar to connectors.
Online component:
Building Simple Machines: Plant Quencher
PBS Teachers Domain
Classroom materials: video clips from Bill Nye the Science Guy on Simple machines, simple machines building kid, complex machines (bicycle)
Assessment: Students will be assessed by taking a test. Student identify the simple machines used in making certain complex machines such as a bicycle. Lastly, students will label all the simple machines on a photo of a Rube Goldberg machine.
INSERT COMMENTS BELOW!
Hi JP,
I really like this lesson. I saw the video of the plant quenchers and thought it was really cool. I think your students will enjoy and learn a lot with this project. I would love to come and see the "complex " machines in action. My students would love to test them out. Good job!
Laine
Workshop 5 - Developing and Using Web 2.0 Assessment Information
The 3 Concepts that students will need to know are:
1. What is friction?
2. What are the 3 different types of friction?
3. How does friction affect us in our daily lives?
The students will be using a Prezi.
The students will first have to define friction. Students will have to define and provide a description with a real life example of the 3 different kids of friction; starting, sliding and rolling. Finally, students must provide images or video in the Prezi of how friction effects us in our daily lives. Ex. The bottom of sneakers help us from slipping, bike tires create friction on the cement. Rug burns from sliding on turf. Students will present their Prezi's to the class.
Here is the link to make a Prezi:
http://prezi.com/
Hi JP -- I wonder if you should add an example of a completed PREZI - maybe not on the same topic - so that students could see a working example? Remember that this lesson will be available for other teachers and classrooms that may not have used Prezi before. -- Kathy Grace
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective: students discover what friction is by identifying that friction produces heat, causes things to slow down and wears things down.
Students will be assessed based upon their observations and descriptions they provide using the Black box Cube. Because there is no "correct" answer, it will be a good observations of how all the students answers will vary.
Steps:
1. Get together in groups of 3 or 4
2. Each group gets 3 Black Box Cubes with the "pattern" face down.
The "patters" will be the different elements of friction; produces heat, slows things down, wears things down.
3.Students observe the words, phrases and pictures and make predictions about what friction can create or produce.
4. Groups should record and discuss all possible outcomes. (15-20 minutes)
5. As a whole group, share findings and correct any misinterpretations.
JP -- You make a good point about image insertion -- Email Bob SImpson abt this issue. (Pasting images on actual cube faces will work, obviously, but this is not what we going for...) Try the activity with your students and let us know how they responded -- some of the best student work comes from explanation generation. See this article as well for info. Thanks! Cathleen
Stage 2 Activity:
Objective:
Students will be able to understand that friction is a force that has many different characteristics.
Standard:
1.3 Identify and explain the difference between the three types of friction; starting, sliding and rolling friction.
Misconceptions:
Any?
Task:
Students are going to perform a number of different investigations on the topic of friction. They will investigate how to measure friction and that in different ways and on different materials that friction can increase according to an objects mass.
Procedure:
1. Students collect materials.
2. Students tie rope to box and attach spring scale.
3. Students add 1 dictionary to the box to add mass.
4. Students drag the box on a tile floor and measure and record the force.
5. Students add 2 more dictionaries to increase the weight to the box and repeat.
5. Repeat procedure but do it on a carpeted area.
6. Students place the box on a 4 wheeled scooter and repeat the process.
7. Students drag the box with 1 dictionary and use a spring scale to measure and record observations
8. Students repeat this, but adding more dictionaries.
9. Students repeat the process again, but place the scooter on the rug.
Grouping:
Students should work in groups of no more than 4.
Web 2.0 online component:
1. Students will watch a Prezi on the basic elements of friction as a force that creates heat, wears things down and slows things down. (http://prezi.com/s9-h_vyg1dlr/friction/)
2. Students play an interactive game to put to use what they have learned.
http://www.sciencekids.co.nz/gamesactivities/friction.html
Classroom materials:
Materials: box, string, scooter spring scale, student dictionaries(weights), pencils, worksheet to record observations on starting, sliding, and rolling friction.
Assessment:
Students will take a friction quiz via web quest. Students will also be assessed based upon their observations made during the investigations as well as their ability to cooperate and work as a group.
Include a link to the quiz -- especially for the Stage 3 lesson
Workshop 7 - Lesson Plan Template
Lesson Plan: students discover what friction is by identifying that friction produces heat, causes things to slow down and wears things down.
Your name: John Paul Cormio
Lesson Title: Friction Frenzy
Grade Level: Grade 5
State Standards: 1.3 Identify and explain the difference between the three types of friction; starting, sliding and rolling friction.
Lesson Question:What is friction and what does it produce?
Introduction: To gain student motivation for this lesson, the students will head to the gym. Students will take their shoes off and slide on the gym floor with their socks. They should experience friction first hand. Their feet should become hot as they slide across the floor and eventually slow down. The students will then change to scooters. With a partner, students will take turns to push their partner across the gym floor on the scooter, noticing how much farther they went with wheels.
Task: Students are going to perform a number of different investigations on the topic of friction. They will investigate how to measure friction and that in different ways and on different materials that friction can increase according to an objects mass.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Day 1
1. Give students a new vocabulary word (friction). Write it on the board.
2. Take students down to the gym. Demonstrate for them to take their shoes off, run, then slide across the floor. Let students try a few times.
3. Now have the students get with a partner. Have students use small scooters and push each other across the gym floor. Students should observe how easy it is to push someone after the initial push and how far they go compared to sliding with their socks on.
4. Go back upstairs, let students write words antiquated with friction. You may also give them the definition. Add 3 more terms to the board, starting friction, sliding friction and rolling friction.
5. Have students watch the Prezi on friction. (http://prezi.com/s9-h_vyg1dlr/friction/).
http://prezi.com/s9-h_vyg1dlr/friction/
They will gain content knowledge here. Students will be encouraged to write down any unfamiliar vocabulary and questions that may arise.
6. For homework, students will complete a worksheet on friction.
Day 2
1. Begin the class with watching a music video on friction.
2. Go over the 3 types of friction and the 3 things that friction can do.
3. Students will conduct several different activities by rotating to a number of stations.
Station 1: Students will rub their hands together quickly for 10 seconds and record observations. They will then add hand soap and rub their hands together for 10 seconds and record observations. Students will then try to rub their hands together with marbles in their hands(3 or 4 marbles is good) and run their hands together for 10 seconds and record observations.
Station 2: Students will roll a marble across a table to their partner on the other side. Students will then add a table cloth to the table and repeat. Students will will then add a wool blanket and repeat the process. Record observations.
Station 3: Students attempt to take a lid off a glass jar. After they have opened the jar, have the students put soap on their hands and try to open it again. Record observations. Students should wipe the jar down after every use to remove any soap.
Station 4: Students will have a bog of wooden blocks(scrap wood from a lumber shop). They will rub different types of sandpaper on the wood. The different types of sandpaper will have numbers according to their texture, finer vs. rougher. Have students record observations after rubbing the wood with a different numbered piece of sandpaper.
4. Go over students observations and findings.
5. For homework, students reflect on their findings from the different stations by writing a paragraph.
Day 3
1. Students will begin the lesson by going to the computer lab for 15 - 20 minutes and playing a friction based computer game. (http://www.sciencekids.co.nz/gamesactivities/friction.html)
2. Students review procedure for the activity they will do in day 4. This is done before the activity because of the length of time needed the next day.
3. Procedure:
1. Students collect materials.
2. Students tie rope to box and attach spring scale.
3. Students add 1 dictionary to the box to add mass.
4. Students drag the box on a tile floor and measure and record the force.
5. Students add 2 more dictionaries to increase the weight to the box and repeat.
5. Repeat procedure but do it on a carpeted area.
6. Students place the box on a 4 wheeled scooter and repeat the process.
7. Students drag the box with 1 dictionary and use a spring scale to measure and record observations
8. Students repeat this, but adding more dictionaries.
9. Students repeat the process again, but place the scooter on the rug.
Classroom materials:
Materials: box, string, scooter spring scale, student dictionaries(weights), pencils, worksheet to record observations on starting, sliding, and rolling friction.
Grouping:
Students should work in groups of no more than 4.
Day 4
1. Conduct activity.
2. Go over results.
Day 5
1. Students will be assessed on the concepts and vocabulary associated with friction by taking a quiz.
Conclusion: At the end of this unit, students will be able to identify what friction is, the three types of friction and learning what friction can do.
Assessments: Students will be assessed in this unit based on their group work during their activities as well as their final assessment.
Assessment Rubric
All members work well together all of the time; assist others when needed.
and technologies
technologies
technologies
technologies
understanding of relevant
scientific concepts
scientific concepts
No mention or inappropriate references to
relevant scientific concepts